On the development of statistical models for assessing projects, portfolios and dissertations

Jim Freeman

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Numerous assessment formats have evolved in higher education in recent years – many inspired by task-related activities in the workplace. Some are not new: at Masters level, the dissertation is long-established, whereas at undergraduate level, the use of projects and portfolios is becoming increasingly fashionable. Implementing these different forms of assessment is not always easy however - even when strict rubrics are enforced. As a consequence, double-marking is frequently used to offset the subjectivity of marks awarded. Unfortunately, this strategy too is not without its difficulties – as recent studies have shown – especially when there is fundamental disagreement between first and second examiners. Focussing on this issue of inter-marker conflict, a series of simple statistical models are developed to help assess how final marks might be more objectively determined.
Original languageEnglish
Title of host publicationNew Technologies and Inniovation in Education for Global Business
Place of PublicationZagreb
PublisherMATE Ltd
Number of pages8
Publication statusPublished - 2015
Event19th International Conference on Engineering Education - Zagreb, Zadar, Croatia
Duration: 20 Jul 201524 Jul 2015


Conference19th International Conference on Engineering Education
CityZagreb, Zadar, Croatia


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